Multiple goals, multiple pathways: The role of goal orientation in learning and achievement

Mastery goals have been linked to adaptive outcomes in normative goal theor y and research; performance goals, to less adaptive outcomes. In contrast a pproach performance goals may be adaptive for some outcomes under a revised goal theory perspective. The current study addresses the role of multiple goals, both mastery and approach performance goals, and links them to multi ple outcomes of motivation, affect, strategy use, and performance. Data wer e collected over 3 waves from 8th and 9th graders (N = 150) in their math c lassrooms using both self-report questionnaires and actual math grades. The re was a general decline in adaptive outcomes over time, bur these trends w ere moderated by the different patterns of multiple goals. In line with nor mative goal theory, mastery goals were adaptive; but also in line with the revised goal theory perspective, approach performance goals, when coupled w ith mastery goals, were just as adaptive.